This paper discusses the impact of World War II on the depiction of female figure in film industry, particularly how women’s social expectancy is reflected in turns of movie. During World War II, women were encouraged to enter the workforce, leading to portrayals of independent female figures, but post-war movies reverted to traditional domestic ideals. By analyzing both pre-war and post-war films, this study examines the depicted women figure showed in film industry before World War II and after. The films Mr. Deeds Goes to Town and It’s a Wonderful Life were chosen to be examine since they do not embody any sexism ideologies. The analysis reveals that the female expectancy and social roles surprisingly retrograded back to traditional domestic character. While in pre-war movie Mr. Deeds Goes to Town, there is independent business woman like Babe Bennett, all the female characters in It’s a Wonderful Life remain traditionally portrayed as housewives. These findings suggest that independent powerful women figure was not a enduring image and underscore that the influence of World War II on women’s figure in films is over evaluated.

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In recent years, the growing disconnect between traditional education and labor market demands has become increasingly evident. Conventional classroom teaching methods are no longer adequate to meet the needs of modern talent development. As a result, project-based learning, a new teaching mode distinct from traditional classroom teaching, has received extensive attention in the education field. Based on the constructivist learning theory and the mastery learning theory, this paper employs a literature review to conduct an in-depth analysis of two "interdisciplinary - project-based" cases in junior high school mathematics teaching. It also explores their implementation status, main characteristics and existing problems. This research reveals that project-based learning can effectively promote the integration of interdisciplinary knowledge, enhance students' mathematical literacy, autonomous learning ability and comprehensive practical ability. However, it also faces practical difficulties such as a shortage of teachers, large individual differences among students and limited hardware facilities. Furthermore, the current evaluation mechanism is mainly based on mutual evaluation between teachers and students, lacking diversity and scientificity. Meanwhile, issues such as procedural design and unreasonable time arrangement in task design are noted.

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In an era of evolving educational concepts, the critical importance of early childhood language development, and advancing kindergarten curriculum reforms, exploring how to apply cognitive development theories to young children's Chinese language teaching not only enriches the theoretical system of early childhood education and promotes interdisciplinary integration between psychology and education but also helps teachers optimize educational methods based on children's cognitive characteristics and language development laws, providing direction for innovative educational practices and addressing traditional educational drawbacks. This paper, grounded in Piaget's theory of cognitive development stages and Vygotsky's "Zone of Proximal Development " theory, focuses on their applications in young children's Chinese language teaching. Using a systematic literature review, it examines the research status and practical progress of these theories in early childhood language education. The study aims to provide new path references for the scientific and personalized development of young children's Chinese language teaching, exploring teaching design, classroom interaction, language practice, and evaluation feedback in conjunction with current hot topics in early childhood language education, such as core literacy cultivation and gamified teaching. The study reveals that cognitive development theories have abundant achievements in kindergarten language education, with numerous practices showing that their rational application—through teaching methods, environmental design, and other approaches—can significantly enhance children's language learning effects and capabilities.

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The sharing economy optimizes resource allocation through internet technologies and offers new opportunities for traditional agricultural development. This paper focuses on the "sharing + platform agriculture" business model by examining the shared fishpond project in Village W. It analyzes the mechanisms of agricultural supply-demand integration and social interaction under the trend of urban-rural integration. By establishing interest-based virtual communities, the shared fishpond model efficiently integrates urban and rural resources, creating a closed loop from production to sales. This model overcomes the bottlenecks of traditional agricultural production and distribution and innovates social relations between urban and rural communities. It broadens agricultural product sales channels, increases farmers’ income, and promotes rural revitalization. Despite its significant value in enhancing urban-rural development and reshaping social relations, the model still faces practical challenges such as poor management, low levels of digitalization, and insufficient infrastructure. Institutional innovation and technological support are urgently needed to foster sustainable development.

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